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LIBRARY OF CONGRESS. 



Lb 1557 



ShelM.: 



UNITED STATES OF AMERICA 






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INSTITDTE MANOA 



-OK, 



GRADED COURSE OF STUDY, 



-AXD- 



NOTE BOOK, 



-FOR- 



-^NORMHL-INSTITUTESf- 



-BV 



CHARLES IL McGREW, B. S., 

COUNTV SUPJJRIXTI'.XDICNT Kl.OKUK COUNTY, IOWA, 

1882 AM) i88_5. 



SKCOXD EOITIO.N. 



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„ 



()ltuiii\v:i, ln\v:r. 

rilK'^s OF ,1. 'I'. liOWMCS. 
] SSJ. 



L6I5S7 



Let us hoiK'Stly, canieslly, prayerful]}' study I lie great 
science ot leaching. Let us learn and courageously appl\- tiie 
truths that shall set us Tree. —/>". W. Parker. 

Teaching is stimulating in sell' growth. Education is the 
generation ol power. — Pesliilozzi. 

The true end and aim of all education should be a harmoni- 
ous development of the whole being.- Fnxihcl. 

Tiiat di\ine and beautiful thing called teaching. When 
nature teaches, it is hin to learn. The method of nature is the 
archeivjie olall methods. — Mii'ccl. 

The genesis ot knowledge in the individual must follow the 
same course as the genesis (jf knowledge in the race. — Spencer. 

The object of all education is to teach ]5eople to think for 
themselves. The hartlest thing to i\o in the world is to thuik. — 
Eiuersvii. 

Intellectual progress is, of necessit\', from the concrete to 
the abstract. Science, science alone is adequate to the ends ot 
complete living in the world. — Spencer. 

.\11 who have meditated on the art ot' governing mankind, 
have bt'en convinced that tiie fate of empires depends on the 
education of vouth. — Aris^iotle. 

Observation is the absolute basis of all knowledye. The 
In-st object, then, in education, must be to lead the child to ob- 
serve with accuracy: the second to express with correctness the 
result of his observations. — Palalozzi. 

Whatever you are, \o\x become immortal through the souls 
ot \our pupils. There is one indisjiensable requirement, — the 
teacher must know the child and its nature. If the teacher knows 
the child, and her heart lies close to the child's heart, ever\- mo- 
tion of his mental and moral pulse, everv desire to do right or 
wrong, will always be felt by her. — F. \V. Farkcr. 



K.STKKEI) ACl'OKDIXG TO WY OK COXORES-S, IX rUE YEAH ISS:!, IJV 

C. ir. McGUEW, 

I.\' TUE OFFICE OK LIBRAKIAN OF CONGRESS, 
AT WASHINGTON, D. C. 



PREFACE. 



This Institute Manual is a growth. It has grown out of a 
careful study of" eciucational princijiles and methods, and pniciical 
experience with our Sciiools and Institutes. In working up and 
adopting a Graded Course of SlutK- for mv own Institutes, the 
essential plans and features ot this work ha\-e been lullv and 
satisfactorilv tested. Indeed, the warm reception ot niv Graded 
Course b\' both teachers and instructors, and tlie success and 
the results from its use, led to the preparation of this Manual. 

Its aim is not to replace an\' text books or works on leach- 
ing, but to supply a long-felt want. It is designed as a guide !or 
both teachers and instiuciurs, and to s\stemaiize, unil\ , ele\ate 
and render more etlicienl the work of oin- Normal Institutes. 
Among other things, it aims at these three central objects: — To 
impro\e scholarship, to disseminate true and natural principles 
and methods, and to establisli and foslei' a prolessional class ot 
teachers from Normal Institutes. C'onsequenlK', this Manual 

rea'ards the Normal Institute as a short term Normal School, 

^ - . .... 

and presents a Graded Course of Sludx. carelulh and scientilical- 

1\' prepared as a whole. ;ind in all the outlines; also, plans for 
grading leachers in the cour.'-e. and ccmpleleh' s\'stemali2ing the 
work. With thete ends in \iew, it is believed the work will 
prove true econtims' of lime, labor and money. Great as has 
been the bentil derived li'om our Institute .-vslem, in man\' re- 
spects our Normal Institutes ha\'e been aimless. It is to be 
regretted that more definite objects have not been steadily kept 
in \ie\v. The Normal Institute is onl\- in its infancy. Our Insti- 
tutes are destined to become powerful t'actors in our system. 
They are the only means by which we can reach the masses of 
our leachers, and through ihem, all the schools. The true edu 
cator will welcome any plan to impro\e and perfect them. 

The characteristic teatures claimed tor the Manual are: — 

1. The graded (iiitliiics :ne full. (■(Hidenseil, (k'linitc ami suggestive, 
ami can easily lie adjiisleil to the diliereiit i-lasses 

2 As far as laai-tical the arraiigeuic]]! nf the branches in the course 
is ec()noiin<- ami scieiitilic. 

:!. The introduction of the social anil natural sciences, aims at a 
much needed reform. 

4. Full half the course is devoted to professional w<n'k and modern 
thoughts on teaching. 

.'). It has delinite aims, anil seeks to establisli and foster a uniform, 
lirofessional class of teachers from Noiiual Institutes. 

(i. It advocates the princiiiles and methods of the Xew Education 
in every feature. 

Fully sensitive of the delicate task of preparing such a Manual 
for my fellow teachers, and seeking onl\- tor the true, the natural 
and the improved, I will be the first to welcome criticisms, either 
ot principle or m» tiiod. If this Manual will contribute anything 



in lightenint;' the luudcns ot iii\ over-worked fellow Superinten- 
dents, in syslenializing and unilying their Institute work, in giving 
faithful and earnest teachers a just recognition, in raising the 
standaril ot our noble }irotession, I shall feel ampl\- repaid lor my 
labors. C. H.'McGREW. 

SicouRNEY, Iowa, December 24, 1883. 



SUGGESTIONS AND GENERAL RULES. 

I. For admission to the A grade, a teacher should hold a 
Hrst-class certificate, have done three years' institute work, or 
had equivalent proiessional training in normal and high schools 
or academies, and be a successful teacher. 

II. For admission to the B grade, a teacher should held at 
least a second-class certiticate, have done two vears' institute 
work, or had an equivalent high school training, and have made 
a success in teaching. 

III. For admission to the C grack, a teacher should hold at 
least a third-class certificate, ha\'e done one gear's institute work 
or equivalent. 

1\'. All those who have not taught and wish to prepare 
themselves for teaching, should be ailmitted to the D grade. 

V. Regular classifications should be adhered to. ^I'he pro- 
gram is arranged for such. 

VI. I'eachers enrolled in the institute are expected to 
attend all the recitations to w hich the\' are assigned. 

VII. Teachers finishing anv' \-ear's work satisfactorily, will 
receive normal certificates promoting them to the next. Diplomas 
of graduation and teachers' premium certificates will be granted 
to those completing the course. 

VIII. (Jn completing the course, it is designed for each 
class to have a public graduating exercise at the close of the 
session. 

IX. Instructors can easily adjust the work of the outlines 
to their classes. l'he\' are expected to give the scope of the next 
lesson in order to insure preparation and encourage study. 

X. As far as possible the course in reading for each grade, 
should be done before the work for that year is begun in the 
institute. From two to three hours' study will be expected from 
teacl;ers each dav'. Individual recitations to be adhered to. 

XI. After each recitation there will be a hall recess of five 
minutes, during which teachers should find their way to llieir 
next recitations. 

XII. Be at all times and in all places a manl}- man or a 
womanlv woman. 



THE GRADED-COURSE C)E EOUR YEARS. 



I-'IRST VEAR OR U CLASS. 

Orthography, I'cnmnn.ship. Language, Geography, 

Ariihnieiif, " Drawing. Schcjol Kcononiy. 

SIXOND YEAR OR C CLASS. 

Orihograpliw I'ennian^liip and Drawing, Geograpliy. Reading, 
Ilistor}-, rh\hi(jlog\-. Art of Teai^hing, Science ol Tcacliing. 

TlIIlvl) VrCAK. OR n CLASS. 

Grammar, Arilhmelic, Reading. History, I'hysiology, 
An ol ""J'eacliing, Science of Teach.ing, Primary Teaching. 

I'-Ol-RTII YEAR OR A CLASS. 

Civil GovemnK-nt. Algebra. IJotany, Zoology, Mineralog) , 

Rhetoric and Literature, 
Art ot Tcachinu. Scier.ce of Teacliing. Primary Teaching. 



GROUPS ()E THE I'.RANGHES SUGGIASTED. 

I. Reading, Orthography, Language and Grammar. 
n. Penmanship, Drawing, Geography, History. 

III. Aritlimetic, Algebra, C'ixil Government, Rlietoric and 
Literature. 

IV. Pliv.si()l()g\-, Botany, Zoology, Mineralogy. 

V. School Econom\'. Art ot'Teaching, Science ol Teaching, 
Primary Teachin"'. 



COURSE IN READING BETWEEN SESSION.S. 

First Yi^ar : Manual of DraA\ing. Krusi. White, or Smith ; 
How to Speak and Write Correctly, Mrs. Knox ; Scliool Man- 
agement, Baldwin : School Room Guide, De GratT. 

"Second Year : Model History, Taylor : Human Bod}-, Mar- 
tin: Talks en Teaching, Parker: IMislakes in Teaching, Hughes: 
Life of Pestalozzi, Krusi. 

Third Year: History, Ridpath: Social Science, Thompson; 
Lix'es of Lincoln and Sunnier : Readings from Longfellow, 
Bryant. Whitlier and 1 lolmes : Reminiscences ofFra'bel, Maren- 
hoItz-Bulow: Dexelojiment Lessonr,, DeGrafb: Principles and 
Pi'actice of Teaching, Johonot. 

Fourth Year: Civil Government, Young: Rhetoric and 
Literature, Kellogg: Science Primers, and Guides lor Science 
Teaching, se\eral ; Readings from Shakespeare and Dickens : 
Moral Science, Peabod}- ; Primary Methods, Calkins ; Object 
Lessons, Sheldon ; Lives of Great Educators, Rosenkrans: Kin- 
dergarten, Hailm^ti and Kraus ; Education, Spencer, Bain. 



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COURSE OF STUDY. 



READINCx. 



I. Reading:— Its importance and relations to other branches; 
Reading- as a science and art; embraces a mental element., vocal 
cicn.eul and pliyfical elenieiit : discussi(jn ot eacli. 

II. Voice and Inflection:— Quality, force, pitch and stress. 

III. Class drill on these subjects. 

IV. '• 

V. Time, Pauses, Personation and Expression. 

V^I. Class drill on these subjects. 

VIII. Means ol" securing good Articulation, proper Ac- 
centuation and con-ect Pronunciation. 

IX. Mow to train the Eve, Ear and Toni^ue.^nA to secure 
the tacial and bodilv expression. 

X. Methods ot'Teaching Beginners:— Object, word, alpha- 
betic, phonic, word-building and sentence methods; each explain- 
ed and advantages noted. 

XI. A Combination of these, the Natural Method — Order 
ot' Proceeding: — Object, idea, sound-word, written word, mean- 
ing and association \\ ith object, sentence, exjiression ot thought. 

XII. The Natural Method E\]ilaineil and fully Illustrated. 

XIII. How to Assign a Less(,)i) and secure a Preparation 
of the Same. 

XIV. I low to secure Comprehension, Thought, and Ex- 
pression of the Subject Matter. 

XV. How to secure an Interest in Reading Clas.ses. 

, X\'I. The Results to be Obtained in l\-aching Reading; 
Use and Abuse of Class Criticisms. 

XVII. How to Culti\ate a Taste for Gooil Literature in 
Pupils. 



McGrew's Insiitutk Manuai,. 



XVIII. Style of Discourse: — Effect in delivery; drill on 
selections of prose and poetry from the best authors. 

XIX. Ri;vievv or exaniiiiaiiun. 

XoTi:. — 'Hu' iiistniclor.s c;iii r(^:i(lily :iilju>t the work of these out- 
lines to the different .uhkU's, takiii-j; in eousicU'ration their aliility, previ- 
ous tr.-iiiiiiiir and expciMcnce. 

OR rilOGRAl'lIY. 

I. Orihoiiranhv: - Mow learned; elfL'Cts ot' "'ood and bad 
orihoora|ih\ : orliiOLjrajihv wuh other branches. 

II. Alphabet: — .Souiuis of letters: distinctions between the 
«/■,// and Zi'r//i't'j/ word: diacritical marlcs, — their use. 

///. Macron^ /)icrciif. ( iirci, /ii\zc. Period, Tilde: — 
How used: consonant marks; use. 

IV. Class Drill in Marking and I'j-onouncing Vowels and 
Consonants. 

V'. Write and mark Fit'tv Words relating to some Object, 
its i'arts, Properties and Actions. 

VI. Write and mark a Paragrajih in Prose, and Verse ol 
Poelr\- from dictation, haN-ing regard to Capital^ and Punctuation. 

VII. Write and mark Fifty Test Words in Pronu.iciAlioa. 

VIII. Class Drill in Oral and Written Spelling, and Defin- 
ing Words from their use in the Sentence. 

IX. Syllabication, Pronunciation, and Accent: — Drill on 
words commoul}' mis-pronunced. 

X. Classification of Wonls with respect to Form, Deri\a- 
tion and Composition: — Definitions and terms. 

XI. Derivation and Formation of Words: — Prefixes and 
Sullixes; meaning and application. 

Xli. Rools:--Datin, Greek and Anglo-Saxon; meaning*in 
foi'iiiing words. 

XI II Class Drill in Forming Words with Prefixes, Suffixes 
and Roots: — Analysis and Synthesis of Words. 



!\IcGkew's IxsmuTK Manual 



XI\'. Analvsis and synthesis of words with reference to 
various kinds of roots, prefixes and snlli.ves. 

XV'. S\-non\-inv and sentence iMiildin:^- and dictionary work. 

XVI. Advantages of oral and written spelling. Defining 
wortls and conib.ining same into senU'nces. 

XVII. Improved methods; objective, constructive, oral and 
written methods: defining words b_\' use: plan of coinbination. 

X\'III. Combined nietlmd tlie must natural and secures 
best results: steps, — object, idea, oi'al word, written word, oral 
and w I'itlen sentence, paragra[ih. 

XIX. Re\iew or examination. 

LAXGUAtiK AND GRAMMAR. 



/. Lt!i/^.'t!fi;c Z^rss!'//s: — Introduclion: language belore 
grammar; nature of language: how learned: new methods ot 
leaching it: reasoiis. 

11. Language widi Object Lessons and Xatural History : 
Exolulion ot thought and its exjiression, — oliject, idea, oi'al 
vxpression, writien expression. 

///. A// iT \E\pi\'f.</<iii : — Language Lesson on a Flower: 
Percc-plion of object: t'ormation of idea: develo]iment of thought; 
oral and written expression ol'llioughl; correction of expi'essions. 

1\'. Language Lesscin on some interesting object: — Especial 
altenlion to writing, spelling, ca]iitals, punctuation, correct and 
natural expressions. 

\'. Synthesis of Sentences: — Class write or reproduce an 
interesting story: much attentiun to thought and expression in 
complete sentences. 

\'I. Obser\-ing, thinking and writing: — Sentence-building, 
de\'eIoping sentences with respect to form and U'^e. 

VII. Drill in torming simjile, complex :uid conipnimd 



lo McGrew's Insiituie Manual. 

sentences; using paronymous and synonymous words; capitals; 
punctuaticjti of each. 

VIII. Nature of Senteuces with Respect to Form and Use: 
— Development ot" ilefinitions for each class; punctuation and 
expression of each. 

IX. Drill and Exercises in Correcting Erroneous Expres- 
sions: — Especial attention to the manner of expression. 

X. Letter Writing: — Much attention to the st\le, unity, 
strength and harmony of the sentence, and expression of thought. 



XL Science of Expression: — Analysis of sentences; classi- 
fication of elements according to rank, foriu and use; drill. 

XII. Diagrams: — Use; relation of parts as shown in dia- 
grams; use and abuse of anah'sis and parsing. 

XIII. Development of noun, pronoun and adjective: — OfTices, 
modifications and relations of each. 

XIV. Development of \erb and adverb: — Offices, modifica- 
tions and relations of each. 

XV. Preposition, conjunction and exclamation: — Office and 
relations of each; connectives. 

XVI. Relation of grammar to logic and rhetoric; prose 
and poetry, difVerence; important divisions; outlines. 

XVII. How is language learned.^ How to teach language; 
the objective and synthetic methods; reasons, plan in full. 

XVIII. How is grammar learned? How to teach gram- 
mar; the subjective and analytic methods; reasons; outlines of 
plan. Why such poor results; mistakes in teaching both. 

XIX. Review or examination. 



McGkew's Institute Manual, ii 



ARITHMETIC 



I. Introduction: —The two-lbltl oliject of studying aritlime- 
tic, lor practice ami discipline; Wh\- such poor results; I low to 
secure better; new methods. 

II. Object Lesson on Numbers: — Ideas of number, objects, 
counting; develop idea of size, length, width, thickness, distance, 
height, depth anil measure. 

III. Development of Numeration and Notation: — Arabic 
and Roman methods, characters, terms, practice, principles. 

I\'. I low to teach Addition and Subtraction with Decimals: 
— Process, practice, principles, definitions; How to secure rapid 
and accurate atldition and subtraction, nul coiiii/iin^: 

V. How to teach Multiplication and Di\isit)n with Deci- 
mals: — Process, practice, principles, definiti(^ns, drill. 

\'I. How to teacii U. S. money and Decimals: — Process, 
practice, detinitions, principles ; c^ounting real money ; addition, etc. 

VII. Factcjring:— Process, practice, principles, definitions, 
drill; G. C. D. and L. C. M.; application. 

V'lll. Common Fractions: — Ideas developed; expression, 
terms, ilefinitions; reduction, process, practice, principles. 

IX. Addition, Subtraction, Multiplication and Division of 
Fractions: — Process-, principles, drill. 



X. How to teach Denominate Numbers: — Definitions, ta- 
bles, reduction, process, principles, diill; practice with tables. 

XI. Addition, Subtraction, Multi)ilication and Division: — 
Process, principles; a]iplication. 

XII. Ratio and Proportion; — Definitions, terms; How to 
teach proportion; process, principles, practice. 

XIII. Percentage: — Definitions, terms, cases; How to teach 
percentage; process, principles; drill. 



12 McGkew's Institute Manual. 



XIV. Applications: — Profit and loss, interest, discount, 
insurance, commission, stock, excliange, etc. 

X\'. Involution and E\oIution :— Delinitions, terms, pro- 
cess, jirinciples, practice: square and cube root with applications. 

XVI. Mensuration: — Surfaces and solids: lines and ratios 
to ritid area, circumference, diameter, Aolumcs and contents. 

XVII. I low to teach Primar^• Arithmetic: — Teach process, 
orally, objectively, inducti\el}- and s\nthelically ; hrsl lunv and 
then zvhy. 

XVI li. 1 low to teach Adx'anced Arithmetic: — Teach sub- 
jecti\ely, deducti\ely and analvticallw 

XIX. Re\iew or examination. 

PENMAN.SIIIP. 



I. Introduction: — Objects to be Tiltaincd in teaching pen- 
manship. 

II. Signals, positions, movements, form and jirinciples. 

III. Classification and analysis of small letters. 
I\'. '■ ". " " " 

V. Classification and anah'sis of capital letters. 

^'J ii 4£ b( CC Ci CC 

\"I1. Spacing, shading and figures. 

\ 111. Review of theory in lorniing small letters, capitals 
and ligures. 

IX. Practice and drill in writing business forms: — Atten- 
tion to spelling, granmiar and punctuation. 

X. Practice and drill in writing social forms: -Attention 
to spelling, grammar and punctuation. 

XI. Practice and drill in letter writing: — Much attention 
to spelling gran, mar and punctuation. 



McGrew's IxsirruiK Waxual. 



XII. Write rapidlv and lei^ibly a para^rapli of ]M-ose from 
dictation. 

XIII. .U-se and abuse ot"anal\■si^s and cojiies. 

XIV. Use and aliuse of fonnalilx' and s-wsiem in wrilin;;'. 

XV. Mistakes in teacliinLi; pi'nniansiiip. 

X^'I. Il<i\\. w hen and w here should, jn-nmanship be tauglil.' 
XVII. How to make ]U'i,niansliiji bolli inleresliny and 
practieak 

X\'1II. Tkie necessit\- of iheorA' and praeiice. 

XIX. Review or exaniiiiaiion. 



DR.WVIXG. 



I. Introduetion:-- Draw ini;- llie tini\ersal hmyuage: its 
\'alue: relations to seieiKX'. art and indiistrv. 

II. Stutlv of form and outline: — Elements ol form. 

III. Study ol' obiL'ets:--\\'hat we see of olijt'els: light and 
shade. 

IV. Perspeeli\e:-- rrinei]iles (jJ perspi'etiw : stiub" ol ob- 
jeets in pei'speeti\e. 

\ . Application ol" thesi' principles:— Drawing objects in 
perspective. 

\ I. Apjilication of these principles: — Drawing objects in 
pers]iective. 

\'II. Mechanical draw ing:— Principles, practice. 

\ III. The construction ol images in perspective. 

IX. " " " " " "- 

X. Landscape drawing: — Princijiles, practice. 

XI. Sketching from nature: — Practice. 

XII. Shading: — Principles, practice. 

XIII. Practice on objects frcjm art and nature. 
XI\'. Practical drawing bv .sight of natural objects. 
XV. Art Studies: — Sketchintr iVom art and nature. 



14 McGkew's Instituie M \nuai,. 

XVI. How to teach Drawing; Why it should be made a 
study in the school room; "Learn to draw by drawing." 

XVII. Relations of Drawing to other Hranches:--Its aid in 
forming ideas; mistakes in teaching it; the natural method. 

XVIII. Its value in Education: — As a source of mental and 
moral culture; What powers and faculties does it cultivate.'' 

XIX. Review or examination. 

GEOGRAPHY. 



I. Intrcjtluction: — Geographv a mixed science; relations to 
other sciences; reasons for teaching it. 

//. Ph \sical and Political Gcuo raphy of Stale : — Ph \sical 
features, climate, latitude, altitude, location, boundaries. 

III. Surface, Soil, Natural Formations and Conditions: — 
Animal, vegetable and mineral productions. 

IV. Counties and Districts: — Go\ernment, officers, elections; 
Slate institutions, location, functicin. 

V. Social Status: — Inhabitants, politics, religions, customs, 
manners; phvsical, intellectual and moral sl;itus; schools and 
colleges. 

\'I. Industries, occupations, weallli, ihiitt and finances; 
railroads, canals, ri\ers and commerce. 

V//. P//ysiral ami Political Gcografhy uf A'alioii:— 
Plnsical features, mountains, plains, lakes, rivers: climate, lati- 
tude, ahitude, location, boundaries; ocean currents, cause, etlect. 

VIII. .Surface, Soil, Natural Piienomena and Conditions: — 
Animal, \egelable and luineral productions. 

IX. States and Districts: — Government, ollicers, elections; 
national institutions, location, function. 

X. Social Status: — Inhabitants, races, conditions; politics, 
religions, customs, manners, national traits and peculiarities; 
physical, intellectual and moral status; education and morals. 



McGrew's I.vs'i'rruTp: Manual. 



XI. Industries and Occupations: — Railroads, canals, rivers, 
comincrce: large cities, locations, population, character and pur- 
suits of inhabitants. 

XII. Physical and Descriptive Geography of Foreign Coun- 
tries. 

XIII. Political and Commercial Geograph}- of Foreign Coun- 
tries. 

XIV'. S(K-ial and Political Status of Inhabitants of Foreign 
Countries: — Industries, education, religion, customs, manners, 
governments, etc. 

-\ ( '. Principles of Matlicntahcal Geography : — Sphere, 
globe, shape and size of earth; definitions developed; circles, 
zones, poles, axes; laliuide and longitude. 

XVI. Motions of Earth:— Etl'ect, cause; earth as a planet; 
relations to rest of solar system. 

XVII. IIow to teach Primar}- Geograph}': — Begin at 
home; teach orally, objectiveh', s\-ntheticalh' and inducti\el} . 

XVIII. IIow to teach Advanced Geography: — Teach 
more subjecti\'elv, anahticalh' and deducti\ely. 

XIX. Review or examination. 

HISTORY. 



/. Administrations, Groivtii of Governmental Principles, 
Political Parlies, Great Jdeas, Measures, Policies, Doctrines, 
Men: — Organization of government, constitution; (jrigin of 
Federalists and Anti-Federalists; Administrations of Washington 
and Adams, principles, policies, men, results; freedom and 
slavery, — birth, grovvtii and conflicts. 

II. Administrations of Jetlerson and Madison: — Parties, 
pcjlicies, men, e\'ents; War 1812, cause, events, results; slavery 
abolition, toreign slave trade. 

III. Administrations of Monroe and Adams:— Peace and 
prosperity, events; re-organization ot parlies, -Federalists be- 



1 6 McGrew's Institute Manual. 

come? Anti-Federalists become? Slavery. Missmiri Compro- 
mise, Monroe Doctrine, National Hank. 

I\'. Administrations ot" Jackson and Van Buren: — Whigs 
and Democrats; policies, men, results; Anti-Masonic and Tem- 
perance parlies; great slavery agitation. Abolitionists; tarilT 
troubles, Jacksonian measures; States rights, claims, tallacies, 
advocates, opponents: lianks, financial crisis. 

\'. Admiin'strations i.)l" Harrison and Tvler: — Parties, poli- 
cies, measures, events, men, results: T\ ler and banks; Texas 
quesiiun,"- opposition; Abolition part\-, principles, men. 

VI. Administration ot" Polk: —Parties, pledges, policie?, 
men: Mexican war, cause, results, opposition, injustice; Was 
Texas admitted constilutionallv? Wilmot Proviso, aims, late: 
Abolition or Fi'ee-soil partv, cause, principles, men. 

\'II. ' Administrations of Ta\lor and Filmore: — Parties, 
men, results; great sla\'ery agitation, compromises 1850, repeal of 
Missouii Compromise, Fugitive Slave Act, slave trade in 1). C., 
Abolitionists, champions of ti-eedom, growth of Free-soil party; 
coming struggle, compromising attitude of Clay, Webster, Cal- 
hoon and their parties. 

VIII- Administrati(ins of P;e,"ce and Buchanan: --Parties, 
policies, men, results; Republican p:irt\', principles, measures, 
men; Kansas and Nebraska Bill, Dred Scott Decision, Buchanan's 
course and policies; division of Democratic party i860, results; 
Know-Nothing party; gathering storm. 

IX. Atlministrations of Lincoln and Johnson: — Status ot 
country, excitement, great events; secession, war inevit;dile: 
iiuman freedom and national existence. 

A'. Civil War and Period of Rccouslritclioii : — Cause, 
issues: parties to contest, status and hope of each: relation to 
fo;-eign powers; national recognition of war; commerce and 
industries: prisoners, southern prison pens, inhumanitv. 

XI. Plans of campaigns and principal battles of each 3-ear: — 



McCJKiiw's Ixs-nTurK Manual. 17 

Ct)lorcil troops; slaxcrv and free lulior: cllects ot war on colored 
race, 

XII. Resources ami Ach'anlages of each ParU': — Home 
influences, various commissions; woman's work antl inlluences 
in lielcl, hospital and home. 

XIII. National Ti-iumph:— Confederacy defeated, cause; 
assassination and national griel"; reconstruction, — President's, 
politicians' and statesmen's plans: opinions on same. 

Xl\'. Joliiison and Congress: — Impeachment; amendments, 
efl'ects on colored i"ace; Southern leaders, amnesty; I'e-admission 
ot states, military contri_)l: South alter reconstruction. 

W. Administrations of Grant, I laves and (jarlield: — 
ChauLje in parties arising- from reconstruction; Republican, Lib- 
eral Ri'publican, Democratic; Greenback, resumption; events. 

.\ f '/. Iliitoriral C/'(/;'</r/r;-5.-— Statesmen, soldiers, poli- 
ticians. in\ enlors, poets, prose writers, journalists, philanthropists, 
educators. 

XV'II. Facts and Philosophv ot I listorv :— Relative imp<ir- 
tance; How to slud\- liisloi-v; How to teach it; Hcjw to make 
it interesting. 

XVIII. What ai-e ihc l>esson.< of the Past, the Duties of 
the Piesent, ami the Hopes of the Futuiv.' 

XIX. Review or examination. 

piiy.si()L()(;y and hygikne. 



/. Frdiiic \V(irk (if Iliidv : — Bones, — uses, t'orm, composi- 
tion; head. -cranium, tace, ear; trunk,- C(^lumn, ribs, sternum, 
pelvis; extremities, upper and lower. 

//. //vi^'iri/i ot .S /•('/(•/(.I// .'---Use and care ol In^nes; grow lb, 
nourishment, I^reaks, tractures. repairs; conditions in earh and 
adult lite; how to keep the skeleton sli-ong and healllu'. 

///. M:ifr:i''ir Sv-lriii :- Tissues of bod\' ; muscles, use. 



i8 McGrew's Ixsiiruiii Ma.xl'au 

arrangemL-nl, kinds, struclure: icndon.s and ligaments, — use, kind, 
location; skin — use, structure, nuicus nienihraiu-, hair, nails, teeth. 

JV. /fvi>iciic of Mitscithir Sxsicin :--\j^^ and care of 
muscles and tendons; growth, exercise, strength, luUrition, food, 
heahh; skin, —use, care, condition. 

/ '. JJ/i^nlioii : — Organs,--stoniach. intestinal cai.al, glands; 
juices, ch\m..', ch\le; mechanical and chemical processes. 

V/. AhsDrption: — Lacteal lluid, glands, process: chemical 
changes; hygiene of digestive organs. 

VII. 67;77i'/r///(y// .• —Organs, —heart, arteries, capillaries, 
veins, lymphatics, Kniph: mechanical and chemical processes: 
supplv ot luitriment and removal ol waste: assimilation and tissue 
building. 

VIII. Respiration : — Organs, — trachea, bronchi, lungs, 
air cells, capillaries; nniscular aitls; mechanical and chemical 
processes; skin, function, impurities; jiure blc«xl. 

IX. Hygiene of Circulation and Respiration: — Food, nour- 
ishment, exercise, essentials; tioianal condition and liealtlu' action 
ot each system ; health and lite. 

X. Viliil Prorcsscs : — Relations; animal and vegetable 
tunctions; iliiTerence, similarity; h\'giene of whole. 

.YI. Au'rz'o!/s S\'s/ri)/: — Brain, cjrebum, cerebellum, me- 
dulla, cord, cranial and spina! nerves; anatomy and physiology of 
each. 

XII. Sympathetic System : —Function ; anatomy and physi- 
olog}-; relations to cerebi'o-spinal; In'giene ot" nervous .system. 

XIII. .Spcri-.il .Sri/scs : — Touch, taste, smell; anatom\', 
physiology and In'giene of each. 

XIV. E\-e: — Coats, lenses, humors; function of accommo- 
dation; How we see; hygiene of eye. 

XV. Ear: — Parts, —t\'mpanum, bones, lab\'rinth, cochlea; 
How we hear; hygiene of ear. 



McGkKw's IXSTITUIK Mam.'ai.. 1 9 



.VIV. //vi^i<://c <r/ IlniJiau IloJv:-- ImportaiKX-. ix'cessilv : 
footl. ilriiik, source, conipiisition, clKMnislrx' : waste ami ix'pair. 

XVII. Clot hill ^■:-- Kiiul, amnuiit, comlilion, clfaiiliiiess; ex- 
ercise, — ph\sical, nieiUal, woi'k. rest, sleep, growlh: iliseases, — 
causes, ti'eatnieni, pre\'enli\ es. cures. 

Will. P/i\si(ili>i;-Y ,11/1 llxi^iiiii- : -Importance; Why 
-suuh' it: How to sluch' it: lluw lo teach it; In'^iene ol school. 

.\1X. Review or evaminalinn. 

HCVFANY 



I. ^lle Growing Seed: — Cjerm, oerniiiiatioii, noiuishnieni; 
e.sseiiiials to growth: plan ofgrowlh: food ot" plants. 

II. How Plants (jrow Year alter "S'ear: — Herbs, shrubs, 
trees, annuals. biemiiaJs, perennials: I'oots, — kiiuls. shapes, uses, 
tubers. 

III. Stems: -V'arious kinils; endugens and exogens. 

1\'. I)Utis, .Axil l)Uils, Branches:- I'rorngalidn of plants 

ti'om seetK and buds. 

\ . .StucK oi Leaves: — ColK'Ct, observe, name, describe, 
classilv aiul draw various kinils. 

\ I. Studv ol Leaves: — .Same as pi'evious lesson; parts, 
arrangement, lomposition ami ust- ot letives. 

\'II. Inllorescetice: —Kinds, --s[ ike, raceme, head, panicle, 
umbel, corvndi: jiarts or oi-gans. cah.x, corolla, stamens, pistil. 

\'ill. Studv ot I'lowi'rs: L'om]")let(.'. incomplete; perfect, 
impeiiect; .synnnetrical, regulai'. etc., etc.; anahsis and drawing 
ot parts. 

IX. Study ol Flowers: -Relations to leaves; various kintls, 
lertili/.ation, use; anahzing and drawing flowers. 

X. Stiidv ol Fruit: Classes.- flcshx' truils, stone Iriiits ami 
dry li'uits; kinds and examples ol each: compound fruits. 

XI. Fruit and Seeds: — Production, composition, pails, 
uses. etc. 

XII. How ;u^d wh\ plants gi-ow ; What thev are made for: 
Wh.it lliev do. 



20 McGricw's IxsriTUTE Manual. 

XIII. Study and Analysis of Plants: — Classification with 
the key. 

XIV. Collect, Study and Classify Plants. 

^"y_ li a ii li (c 

XVI. Why Stud}' Botany: — Value, claims, place in our 
schools; Why teachers should understand it. 

XVII. How to study it; How to have pupils to stuth' it. 

XVIII. How to teach it; How to make it inlerestiny and 
practical. 

XIX. Review or examination. 



ZOOLOGY. 



/. Animal Kingdjin :— Protozoa, — Characters, type of sub- 
kingdom; ex., spongeS; bell-animSlcule; Ccelenlerala, — charac- 
ters, type; ex., jelly-fishes, star-corals. 

II. i\nnuloida: — Characters^ type; ex., sea-urchins, star 
(ishes, tajie worms; Mollusca, — characters, type; ex., clams, mus- 
sels, ox'sters, snails, etc. 

III. Annulosa: — Characters, t\pe, classes; ex., worms, crabs, 
lobsters, grasshoppers, spiders, beetles, flies. 

IV. \'ertebrata: — Characters, tjpe, classes, orders; ex., 
fishes, salamanders, snakes, birds, quadrupeds. 

V. Study of Mollusca: — Collect and examine fresh water 
shells and snails: land snails; stud}' and classify. 

VI. Collect, Examine and Dissect Fresh Water Mussels: — 
Draw and classify the same; study clams, n-ussels and oysters. 

VII. Study of Worms: — Classes, kinds; collect, examine 
and classity common earth-worms. 

VIII. Study of Crustaceans: — Characters of class; How 
ihey breathe and mo\e; collect, examine, classify, dissect and 
draw a crawfish. 

IX. Study of Spiders: — Characters, kinds; structure and 



McGr[:\v's Lvs'iitl: rii Manual. 21 

habits; rt-spiration and food; collect and study specimens; Centi- 
pedes and Millipedes. 

X. Study of Insects: — Characters, kinds; How to collect 
them; How thev breathe and live; Parts of an insect; Dissect and 
draw grasshojiper. 

XI. Structure, Growth and Habits of Insects:— Round of 
life, — egg, lar\'a, pupa, imago; examples. 

XII. Fishes, Amphibians and Reptiles: — Characters, struc- 
ture and rank of each. Illustrate with examples if possible. 

XIII. Dirds:— Characters, kinds, structure, growth, food, 
rank and habits; examjiles. 

XIV. Mammals: — Character, classes, kinds, structure, 
growth, food, rank, habits; examples. 

XV. Zoology of the State: — Native animals, classes, kinds, 
food, uses and habits. 

XVI. I'eneiicial and Harmful Animals: — Injurious insects; 
remedies, etc. 

XVII. Whv Study Zoology:- Value, claims, place in our 
schools; Why teachers should understand it; jiractical value. 

X\'III. How to study it; How to teach it: How to make it 
interesting and practical. 

XIX. Review or examination. 

MINERALOGY. 



I. Mineral Kingdom: — What are Minerals? Name the 
sixteen elements constituting most minerals. 

II. Name most Common Minerals and Constituent Ele- 
ments; ex.. Air, Water, Salt, Coal, Limestone. 

III. How Minerals are Distinguished? — Properties; collect, 
study and distinguish specimens. 

IV. Rocks: — What are Rocks? Name the minerals con- 
stituting most roc'vS; ex., quartz, limestone, gypsum. 



22 McGrkw's Ix.srrru'iF, Mxn'uai,. 



V. Studv of Rocks: — The silicates, carboiKiles and sul- 
phates; e\amj-)les and specimens oteath. 

VI. Classes ot' Rocks: — Stratified,— sand, clav or lime 
rocks: — Unstratilied.-— Plutonic, trap and volcanic rocks; meta- 
morphic rocks: each discussed. 

V'll. StuiU' ot'each class with respect to its Orii^'iii, S/riic- 
li'ie and Coiiipa^i/ ioir. ex., sandstone, yranite, marble. 

VIII. Stratilied Rocks: — Origin, position, structure, com- 
posiiion; Fossils, — Wiiat lliev are: What they tell; origin, dis- 
tribution and prcservalio 1. 

IX. Stud\- oi" Fossils: — Their amount anil extent; collect, 
stud\ and classil'x' as man\' as possible. 

X. Geological Ages: — Archien, Silurian, Devonian, Car- 
bonili'nius. Rejitilian, Mammalian, Age ot" Man; nature and 
fossils ol each. 

Xi. Fiuildiug Materials and Metals:— Characters, source, 
supplies, ute, \ali.e, etc. 

X i. Coal, Salt and Precious Stones: -Characters, source, 
distribution, supplies, value, use, etc. 

X 11. Mineralogv of the State: — Minerals, rocks, t'ossils, 
niiiicral formations : collect, examine anil classily common 
minei als. 

X i V. Rocks, Fossils, Boulders, Gypsimi, Coal, Peat. Lead, 
Ir<in, etc., ot the Slate. 

XV. I5uilding Materials, Metals, etc., of State; Study and 
examine Specimens. 

X\'I. Relations of t!ie Mineral, Vegetable and Animal 
Kingdoms; Whv studv Mineralogy? Relations to other Sciences. 

X\'ll. How to studv Mineralogy; How to have Children 
to Studv it; Practical Value. 

XN'llI. How to teach Mineralogy in our Common Schools. 

XIX. Rexiew or examination. 



McGkew's Institutk IMan'ual. 



ALGEBRA. 

I. Introiluclion: -UsL- of Al<j;ebra --Delniilions, symbols, 
sii,rns, relations; AlL;'i'hraic expressioiis, terms, axioms. 

//. Fund iiiiniliil Opcratiiiin: — Adililion, —Process, de- 
ductions, principles, drill. 

III. Subtraction: —Pr.):e3s dedactioas, principles, positive 
and nei;-ati\'e ipiantilies, drill. 

IV^ Multiplication:— Process, deductions, principles, drill; 
theorems and application. 

\'. r)i\isi<)n:— Process, deductions, principle-;, corallaries, 
drill: theorems and ap]ilicatif>ns. 

] 7. Simple Fi/iiu/iiiiif : — Use, deliniLioiis, principles, axioms; 
translnrmations, processes: sohuio:i o! epiiiion and problems. 

]'//. /^/r/*;;-///;'-.- — Process, de.lactiois, prin -iples, drill, 
anplieations. 

V'lll. Greatest L'onimon Divisor:— Delinitions, process, 
deductions, pi'iiiciples, chill, application. 

IX. Least Common Multiple: —Deiiniticjus, process, de- 
ductions, pi'inciples, drill, application. 

A. Ali^c/ij-dir Frdrlioiis : — Delinitions, terms, reductions, 
process, deduclions, principles, drill. 

XI. Adilition and Siibli-actioa: —Process, deductions, princi- 
ples; drill in (.'ach. 

XII. Mulliplicalio:i and Uici <ioi ; —Process, deductions, 
principles; drill in e icli; /ei'o and ni'L;.ui\'e exj^onents. 

XIII. Si/iifiiiii d/' Simple JC /;i !li:iiis: -C.eiring ot' trac- 
tions, translormalions; process, deducdons, principles, drill. 

XI\'. .Sokuion ol I'roblems:— L'ontlilions, statements, solu- 
tion ol equalions; pro,'ess, tletluctio.is. principles, di'iil. 

X\'. Simultaneous Equations: -Delinitions, three meth(jds 
of elimination; process, ileductions, principles, drill. 

XVI. Soluiioa ol Simple E [U itions L'ontaiiing' two or .More 
Unknown QuantiMes; - Pi-ocess, iK-ductioas, practice in each. 



^4 McGrew's IxsrnuTE Manual. 

XVII. Solution of Prolilems producing Simultaneous Equa- 
tions: — Process, deductions, analyses, principles. 

XVIII. Mow to teach Algebra: -How to make it inter- 
esting and practical. 

XIX. Review or examination. 

CIVIL GOVERNMENT. 

I. Introduction : — Mankind, societ\-, law, goveriunent : rights, 
liberty, law classilied: dillereiit forms ot" government. 

II. Republican Gcjvernment: — Constitutions, -nature, ob- 
ject, establishment; electors, elections, division of the powers of 
government. 

III. Townshiji Go\eri]nient: — School and ci\il ollicers; 
names, number, term of oiKce, election and duties of each; func- 
tion and jurisdiction of the justice court. 

IV. Goveinment of Incorporated Towns: — Ditferent olli- 
cers: name, nmuber, term, election and duties of each; function 
and jurisdiction ol'the police court. 

V'. County Government: — Supervisors, Superintendent, 
.\uditor. Treasurer, Clerk, Recorder, Surveyor, Sherilf, Coro- 
ner; term, election, qualifications, salary, duties of each. 

f V. State ^rV:rr«;;/('///; -Constitution, — origin, adoption; 
bill of rights, stifTrage, departments of government, education, 
other provisions, amendments; read and discussed. 

VII. Legislative Department: — House, Senate; members, 
number, term, qualifications, elections, salaries, duties, etc: presid- 
ing officers, salaries, duties: powers and functions of legislatiu"e. 

\^III. lixecutive Department: — Governor, Lieutenant Gov- 
ernor, State Superintendent, Secretary, Auditor, Treasurer of 
State, minor ofhcers; term, election, salaries, duties, etc. 

IX. Judicial Department: — District and Circuit Courts, - 
functions, jurisdictions, sessions ; Judges, District Attorney, Clerk, 



A'I(;Gui:\v\ I.\srrrurE MANaiM., 



Reporter, Slieriff, Juries : terms, salaries, duties; Supreme Court — 
function, juristliction, sessions; Judges, Cliief Justice, Attorney 
General. Clerk, Reporter: terms, salaries, duties, etc. 

,\. Xiilitiiial (Tovcninicii! :- Oi'iyin, nature, conlederation, 
union and constitution; peculiarities, — not a consolidated repulilic 
noi' a leayue ot' states. 

XI. Constitution oftlie LInited Stales: — Read and discussed; 
peculi.u-ities: nature ami funitions. 

XII. Legislative Departmjnt: — House, senate, regulations, 
tax-.tio I. 

XIII. Legislati\-e Department: — Peace powers; war powers- 

XI\'. Legislali\e Department: —National prohibitions; Slate 
[11'oliibitions. 

X\'. Executive Department: — President, V'ice-Pix'sident, 
election, qualilicaiion, etc.; powei's and duties; auxiliar\' execu- 
tive departments, tunc-tions. 

XV^I. Judicial Detiartment: — National Courts, — Functions, 
jurisdiction; Supreme Judges, etc.; treason. 

XX'II. Miscellaneous Provisii^ns: — State relations, National 
supremac\-, etc.: amendments; practical workings of Constitution. 

XV'lll. 1 low and win- should Ci\il Go\'ernment be taught 
in <_)ui' Public Schools.- 

XIX. Review or examination. 

RHETORIC AND LITERATURE. 

I. Relations to Granuuai' and Logic; use and value: Ideas, 
thought, expressioti. 

//. Invcul iini : - "I'lie Simple Sentence:- Drill in writing 
on some subject including capitals and punctu;ilion. 

111. The Complex Sentence: -Drill in wi'iting widi all 
kinds ot dependent clauses: capitals and punctuation. 

I\'. The Compound Sentence:--Drill on some intei'esting 
subject: capiials and punctuation of same. 



26 McGrew's Insitiute Manual. 



\ . C()iUr;iclion, lv\p;iiisioii aiul Subslilution of .Sentences :— 
Eilecu drill. 

\'I. Unity, Strength, Clearness and I larmon\' of Sentences: 
-I low secured. 

\il. Coiiihiiiiiin- Senlences into Para^rajihs and Pai'a- 
<;M-aplis into Tlnnies: .\nalysis ot'Suhject: Framework. 

J ///. S/y/c:- Perspicuity, — mastery of subject — thought; 
use ol words; arrangement of words, phaases and clauses: unitv 
anil jiovver oltlie sentence. 

IX. Imagery: -Simile, m/iaphor, personilication, allegory, 
antithesis, melonymy, s\necdoche, ajioslroplK', etc.: lieaut\- and 
etlect ol ligures. 

X. Energ\': — W'ords; order of words and phrases: omis- 
sion o! words; idioms: proverbs and quotations: exchnnation, 
virion, climax: period. 

XL Wit and' Pathos: — Satire, sarcasm, ridicule. iron\% 
humor, sublimits; use and.etlects of each. 

XII. Elegance and V"ariety:-"Beauly ot'ihought, sentiment 
and expression: euphoiu' and allileraiion : llowing sentences; 
rluthin: antithesis, interrogation, exclamadon; variation. 

XIII. Az/fvv//^ ''(?.■— Discourse; prose — oral antl written, — 
kinds of each; poetrv, - naUire, mission, form and kiiuls. 

XIV. to XIX. Stuilv, Critically, Extracts from Carlyle, 
Dickens, (ieorge Eliol, .Shakespeare, Irving, P(je, llawthorne, 
Emerson, Lowell. Holmes, I>r\ant, Longfellow and Whiltier, 
with rei'erence to the se\-eral qualities of st\le, the thought :md 
the sentiment. 

XIX. Review or examination. 

.SCHOOL ECONOMY. 



/. School On^aiiiziit ion : -Wow to secure the interest and 
co-oj)eration of board and conuuunity; How to secure the inter- 
est and friendship of pupils. 



Mt:GKi';\v'.s Ikstitl-tk INIanlai.. 



II. First Dav: — I'ri-paiaiioii, plan, di-tails; tactirs, signals, 
seatini;': nrct-ssitx' ol sxsU'iii. 

TIL "lY'iiiporarx- ami Permanent ()ri;-anizalion: Necessity; 
Necessity ami .\tl\-anlai;es ot Gradiny I'ngratled vSciiooLs: How- 
to do it. 

IV. Course oI'SliuU- and i'l-o^-rani : — Necessity, le\t-]K)oks 
and apparatus; riiati\e xalue (jf artiiicial and natural a|-)]iaratu.s; 
How jirocureil. 

\'. School Ihyiene: — LiL;!iiinL;. luritini; and \ eniilatiiii; 
scliool room; — liow : order and c'eanlimss ol mom: hal'ils and 
cleanliness ol jnipils; l,u\ s o! lie.dtli. 

I'/. Silwiil Hnij-loxiiicn! — L'ondili(<ns and requisites tor 
.sludw --liealtli. ]-leasant surruumlinj^s. s\ stem, struggle, obst'i'- 
\alion, interest, alSenlion. masler\ , lliiuight. 

\'II. ilinv to Secure Stuil\-: — As-igiiing lessons and plan- 
ning work; proper lnienii\fs to sludx'. 

\ ill. 1 low lo liain the Ii\e to .'-ee. Ear to hear, Tongue to 
speak antl Hand to execute. 

IX. 1 .'ow lo Secure the Inteiest and .\tlention of Pupils. 

X. hisdncis lo be satislied. .Motives to he cultixatetl ;ind 
Mah'ts to 1h' formed in (rue stucK. 

Xi. Rc-(.reaiion: — Objects, time. ]il;ice. mannei-, kinds: 
value ot |)la\ lo childhood; ti aclier at pla\ lime. 

.\ //. Srlu'nl (ioicnuuciil :---V\\ii old anil llie new govern- 
ment ; ohitHis and means of school government: ultimate aim ol 
till school gov ernment. 

Xlil. I'.lements of Govei'iiing Power in Teacher: — System, 
cullmw character, intluence. energ\'. interest, prolessional stand- 
ing, earnestness, lirmness, kindness, will power, heart power. 

Xl\. ICk'ni'-nts of Goxerniiig Powei'in Pupils: — Compe- 
tition, emulalion, ambition, pride, manliness, womanliness; public 
ojiinion ol school. 

X\'. lilements Cjoxerning Powi,'r in Communit\ ;— -iioartl, 
inlluence, co-opei'alion : home inlluenci'; how best secured. 



28 McGkkw's I.NSIITU TE Ma.N'UAI,. 

XVI. Piinci]il<.'.s of School Government: — Oflenses, punish- 
ments; school despolisni. 

XV'II. Mistakes in School Ortjanization and Employment. 

O I ^ 

XVIII. Mistakes in School Government. 

XIX. Review or examination. 

ART OF TEACHING. 



I. Introduction: — Wiiat is Teaching? Inleliigent leaciiing. 
— psychological basis: the true teacher's held. 

II. Science, iVrl and Profession ofTeaching:- -I'he old and 
the new teaching, — diti'erence; aims, nature antl the resuUs ot 
each. 

III. The Four Elements of ihe New Teaching:-— The 
te:icher, the child, the matter taught ami the manner ot te.iclung; 
each tliscussed. 

/ r. lloiv lo Tctirh Cliildrcii tu Sttidx : — Sen.se.s, instincts, 
child mind; waking up minLl, — things, ideas, expression ; value ol 
playing, working and doing. 

V. How to Culti\'ate the Observation: — Sympathy, con- 
versation, child ini|uiries, questions, interest, ob.ect le.-sons, .sys- 
tematic pla\' and work, etc. 

VI. How t') Secure liie Attention: — Interest, curiosity, novel 
objects, stories, variety, adaplatinn, \igilance. order, conscience, 
selt-interest, usefulness, liappiness, apprdbation, ambition, etc. 

VII. How to .Secure Study: — Clear ideas, pleasure, helps, 
systematic work, analyses, outlines, mastery, application; condi- 
tions for stiuK': ohjecis and ends ol study. 

VIII. How to Teach Ciiildren and Think: — Use natural 
methods; Study child-nature, child-likes and instincts; The true 
teacher stimulates, leads, insjiires, thinks, feels, acts. 

IX. Chiff Mail .'i;riin-ii/ and Raitaliau : — Achantages of 
class, individual work, interest, attention, system, energy, enihu- 
.siasm, master\-, discipline, indi\ iduality, etc. 



McGkkw's IxsriruiK Manlai.. 



X. Mt-ans aiul Requisites for Cunductino- Reciialion: — 
I'reparation, na'iUi'al tiiiie.ss and nianncr ot teacher; details; 
apparatus; suiih' aiul teachable C(;iulit)(_)ii (il pupils. 

XI. Objecl.s ol the Recitation: — Instruction, development, 
coiupreheiision, assistance, test, drill, master}', applictuion, etc. 

XII. Ends aiid Aims ol' the Recitation: — TIioul;!!;, leeling, 
«loiny. expression, inili\idualit\ , oi'iL;'inalit\ , growth: iiUeresl. 
attention, retention, nealness. dispatch, sell-rehance, etc. 

XIII. Methods of L'oiuhictinL; the Recil:ition: — 'i^he oral, 
objeclixe, inductive. s\niiieiic, anaUlic, deductive. sul>jecli\e : 
methods ol drauini;' <.)ut and prese.itinL;': art ol qucslionini;". 

X!\'. .Mis'.akes in .SiuiK:— Idleness, iiarrot I'xercises. mock 
studx'. cranmiini;'. i readiuillisni, in:icliine pupils, want (il thought, 
misunderstanding, niisapiilicaiion. 

X\'. .Mistakes in Teaching: — Ellecls of such mistakes; 1 low 
lo avoid them: crimes againsl childho(HL 

XVI. New .Methods (jf I'eaching: — Natural methods, ortil 
and (dijectiv (.• methods; \ahie of (object lessons: value ul sense, 
liantk i-AC and botlilv culture. 

.W'll. Methods ol' Teaching Language. .Mathematics anil 
Science: \Vdi\' le.icli naimal scienc'cs oralK' and objectiveK' in 
our sclK)ois." 

X\'ili. ^Fhe Coming l^eacher:— -His position, work and 
inlluence: a man ol'men. his calling the professio;i ol prolessions. 

XIX. Re\iew or e\:miination. 

.SCIF.NCE Ol' 'I'K.XCHING. 



I. Introduclion: .'"Science ot education, endiraces man, mai- 
ler and methods; the thi'ee branches of the science. 

//. The .W::' y.:"(/«r(///t'// .'--The old anil the new ; origin, 
natmx'. scope and aims ol tlu' new : education is oi'ganic grcAvth. 

HI. Ilum.ui Nature: - Orii'anic nattire ol' man: man ;is a 



;o McGkEw's Ixsirii! il; IMantai.. 



product: I low the new education deals with llie child: Wlial it 
requires (jl the teaciier: matter, principles and niethotls. 

IV. Ciiild Nature: — The child a creature ot" sense and in- 
stinct, —a cognizant being: his nature ti-oni inlieritance, circum- 
stances and culture: his three-tbkl naiure. 

V . L'iiikl Lile: — Tendencies, activities, instincts and resjion- 
sibiliiies: status ol his piivsical, intellectual and moral naiure; 
sense-lile betbre school: his pla\-work, its value: Where to begin 
school instructions. 

f V. ._S(-/7.^(' Citllnrc: — Awakening and clex'ekjpnient of the 
senses: touch, taste and smell ; lunclimi ami relations to ei-lucaiion. 

\ 11. Intellectual Senses: — Sight and hearing: liinction and 
relations to education: senses and iileas; Wiiat the venses are and 
do: o!iiecti\-e teaching; things, ideas, words. 

]'IIJ. Imliiirli ('/' C:i It lire,— Inl fill (■{ mil ///.</ /j/r/s : — Na- 
ture a..ti\ii\ anil funclion; tlisiiiiguished licjni animal insiincls, 
named and discussetl. 

IX. Relations to lluman l)e\elopment : — Their culture in 
the kindergarten and schools: relations to the arts, sciences, 
industries and lite: lull develojimenl and human p(_)ssibilities. 

^\'. Intcllcrlinil Fiicnltici: — Perception, Memorx' and 
Recollection: naiure, tiinction, awakening, exercise and culture; 
value ot each in practical lile. 

XI. Imagination. Reason, Intuition or Common Sense: — 
Nature, tunctiun, awakening, exercise and culture: value ot each 
in practical lite. 

XII. The Natural Order ot' Development ot' Inieliectual 
Faculties: — \'alue and arrangement ol" studies best adapted to 
secure such tle\elopmenl. 

XIII. 11k' Percepti\e and Expressive Powers ot Mind: — 
Tlieir exercise ami culture: sensation, perception, obser\ation, 
attenti<^n and ex|iression: object lessons. 

XIV. The Rellective Powers ot" the Mind: — Exercise and 
culture: order ol'de\clopmenl; relation to other powers. 



jMcGkkw's I.xsthi; I k Manuai.. 



.\'if'. ((7// Poivcr: — Xecessily ofculllvaling- the will; the 
will and habits; will ai.ul circumstances; the child's will; How to 
train ilk' will tocxecuk' and hotly to act. 

W'l. Feel III i^s :ir SL-iisiliililics : — Emotions, alTections; 
(C.-iires; necessity ot' their culture; relations to life, culture and 
happiness; conceptiotis of the ]S,o\y\, the beautiful and the true. 

X\'ll. Phxiiril mid Moral Ciillurc: — Relations to 
mental: necessit\-; indusirial anil technical education; natui-e the 
"■real moral teacher; llow secui"ed. 

W'l J I. EJiiciilion il Principles and Progress: — Princi- 
ples ti-om Pestalozzi, Froehel. Mill, Huxley, Agassiz, Eliot, Bain, 
Speiicer and others; professional educaiion: kindergarten in public 
school: praclical psycholou;'}- as a leachi^^■ and yox-erning power. 

X.X. Re\ie\v or examination. 

PRIXCIPLE.S AND M li TI K )! ).S OI" PRIMARY 
TEACHING. 



I. Primar\- TeachiiiL;': — The true priniar\- teacher, — im- 
portance and nobilil\- ot her work: kinderg-arten principles, — na- 
ture's mediods: m;!lerialsiinpro\'ised:s\nipath\' \\ ith child nature. 

II. Child Nature: — Senses instincts, inheritetl tendencies, 
en\ironnienls, \olitions. powers, capa'cities; activity: love of 
objects, tlesire of doini;'. pla\-work. 

///. U-e ani Ciii! iv.it ion of' the Senses: — The material 
world dirough the senses; relations to knowledge and life; time 
and order of awakening; e\t)lution of thought, — sensation, per- 
ception, iilea. expression. 

IV. The Animal Senses: — Taste, smell, touch; function 
and de\-elopment: exercises for triiining the taste, smell and touch. 

V. The Intellectual Senses: — Sight and hearing: function, 
\alue and education in life; exercises for training the sight and 
iiearing: home training. 

17. I iistincls of Culture : — Origin, nature, function; rehi- 



MgGkKw's I.\S|[ TU IK M NUAI. 



tion to the taste, haliits, life and character of the individual : in- 
stincts in the kinderiijarten, schools, arts, sciences and practical life. 

\'II. Iiisiinct of Activity, Instinct of Labor, Instinct to 
Commune with Nature: — Nature and prominence of each in 
childhood; \-alue in lil'c: culluix- in primarv work. 

VIII. Instinct of Knowleilge, Instinct of Association, Re- 
ligious Instinct: — Nature, prominence antl value of each; culture 
in the primary ; value as guides in teaching. 

I A. [iitcllcrtitiil Fiirnltici: — Awakening and activilv in 
childhood; Mow to cultivate the Perception, Memorv anil Recol- 
leL'tion in primarv woik. 

X. Imaginalion, Reason and Intuition: — Development, ex- 
ercise and tunclion; I low cultured in priii,ar\- work. 

XI. llow to Cultivate the Child's Attention and Observa- 
tion: L'nriosily, desires, pleasures, inclinations, natural methods; 
Mow to teach a child to studv and think. 

XII. How to Cullivaie a Child's Moral and Volitional 
Nature: -CultivaUon ol" his will, emotions, leelings, desires and 
appetites. 

XIII. The Kindergarten: — Nature and aims: t!ie nature 
and importance of the gifts; culture of the senses, instincts and 
laculties; training of all the powers ot bod\- and mind; necessity 
ot kindergarten principles in our primar\' schools. 

XIV. How to gi\"e Object Lessons on Natural Science: — 
Relation ot elemt!ntar\' science to true education. 

XV. How to Teach a Child to Talk and Read: — Conver- 
sational exercises; securing accuracv, fluencw distinct articula- 
tion, correct and natural expression, and comprehension ot thougiit 
and language: natural method of teaching reading; materials. 

XVI. How to Give Language Lessons: — The objective 
and synthetic methods; usage, imitation, example, drill; language 
with objects. 

XVII. llow to Teach Primary Arithmedc:— Number with 
objects; objective and svnthetic methods; accuracy and rapidity. 

XVIII. How toTeach Drawing: — Nature's method; study 
the child and his ways; instinct for making and drawing; draw- 
ing as an aid in primarv teaching. 

XIX. Review or examination. 



Iiititutt 




—OK, 



f Faded f o-upse ol pi 



-AND- 



NOTE BOOK 



-FOR 



H®F'imal laatltBt©! 



-liV- 



CHARLES II. McGREW, B. S., 

lOLNTV SUPKRIXTENDKNT KEOKUK. COUXTV, IOWA, 

1SS2 AND tSR^ 



SECOND EDITION. 



C)ttniii\v;i, Inwn: 

I'I!K.SS OF .r. T. UOAVLES. 
1S!S4. 



TWELVE REASONS ; 

Why the Ixsiriuii: Manual Shulm.I) I!F. Aih)Pi-ed i.\ [ 
Every Couniy in the State 

1. It is iniL' I'conom)' and will sa\'e Count\- SupcTiiitciulents 
much tiniL' aiiLl lal^ur, thus enabling" them to turn more attention 
to visiaiii;', eilucalional nvjelings and other otlicial (Uities. 

2. It will systematize the work ol their institutes, putting- ; 
definite plans and aims before teachers and instructors. 

^. It will rai.se the grade of institute work in the state and 
make it luore uniform. 

4. It will establish a professional class of' teachers from our 
normal institutes, thus enabling" them to change counties without 
being" taken lor inli.'lleclual tramps. 

V It will awaken interest, inspire entlui-iiasm. and cultix'ale 
a professional pride among teachers for our schools and inslilules. 

6. It will raise the standard of" teaching and of public iippre- 
ciation, and enable teachers to receive better compensation. 

7. The graded outlines are full, condensetl, definite and 
suggestive, leaving ample room lor originality. 

"8. The course of study is natural, practical, progressi\e. 
and adjustable based on modern methods. 

9. It advocates teaching the elements of" science in our insti- 
tutes and schools, in place of cramming and rote learning. 

10. It presents outlines in the three branches of the science 
of education, each replete with living thoughts. 

11. It advocates the introduction of Kindergarten princi]iles 
into the primary grades, and j-iresents an outline on' primary 
teaching. 

12. It sei'ks for the true, natural and impro\ed, ad\ocating 
the principles and methods f)f the New Education in every f"ealure. 

l^^Pr/rr ou/r 25 rr/i/s, /','/■ A^O'-;// // Imt'/K'cs. 

Address, L'. II. .McCjUI-'.w. Sigourne\. Iowa. 

J. T. BOWLES. 

COMMERCIAL PRINTER, BINDER, PAPER DEACER i PAPER RULER, 

Estimates on all Classes o- Printing Furnished on A]iplica- 
tion. Large stock Flat and Ruled Papers al\va}-s on hand. 

Fine Wedding" Invitations. Cards and Plush Card Cases a 
specialty. Job Ruling and l-'erforating done on Short Xotice. 
J. T. P.OWLIC.S. 114 E. Main .St., Ollunn\ a. Iowa. 



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